Gathering Midterm Student Feedback During Remote Learning
By Alicia Russell, CELT While CELT recommends an ongoing process of formative feedback on your teaching, formally gathering feedback from
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Course Design
Integrating Inclusive and Sustainable Assessments in your Online Teaching from Beginning to End
by Carie Cardamone, Associate Director, CELT In remote teaching we all wrestle with how to effectively translate our typical assessments
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Using Universal Design for Empowering Neurodiversity in the Classroom
by Ryan Rideau, Associate Director for Teaching, Learning, and Inclusion at the Center for the Enhancement of Learning and Teaching
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Tips for Teaching Introverts
by Ryan Rideau, Associate Director for Teaching, Learning, and Inclusion and and Carie Cardamone, Associate Director for STEM & Professional
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ePortfolios for Teaching and Learning
The creation of e-Portfolios is useful for engaging students in chronicling their process, reviewing and critiquing each others’ work, and
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Equitable Assignment Design
By Ryan Rideau, Associate Director for Teaching, Learning, and Inclusion, Center for the Enhancement of Learning and Teaching (CELT), Tufts
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Working In-Depth after Flipping Certain Lectures
During the Fall of 2018 professor Laura Corlin, adjunct faculty member in Tufts Public Health and Professional Degree program, decided to
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Communicating with Your Large Lecture Class
An interview with Dr. Monica Linden from Brown University. On October 12, 2018, Tufts’ Center for the Enhancement of Learning
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Blended Learning: A Faculty Member’s Experience
By Amanda Cegielski, Educational Technology Specialist, Tufts Technology Services Sabrina Kurtz-Rossi is the Assistant Professor of Public Health and Community
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Creating Epic Finales or Limping Across the Finish Line
By Annie Soisson, Associate Director, CELT One of the things we all struggle with is how to end our courses.
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